Numerous international studies have documented the high mathematics
achievement of Chinese elmentary students. A recent study by Liping Ma
suggests that one factor underlying the strong Chinese performance in
mathematics is a highly knowledgeable teaching corps. In particular,
there appear to be significant numbers of Chinese teachers with a
strong conceptual understanding of the mathematics of elementary
school. This talk will first explain what such understanding entails
(much more than knowing how to do arithmetic), and then will discuss
the challenges and benefits of creating a teaching corps with such
credentials in the context of contemporary Canada and the U.S.